Computationally Enhanced Paper-Like Problem Solving: pSolver as a Digital Notebook for Engineering Education

Abstract

Engineering problem solving is a fundamental component of technology education. However, students often struggle due to mathematical complexity, fragmented computing tools, and limited instructional time. Although technical computing software is widely available, many tools lack transparency and tracking, which takes students away from the logical progression of problem solving. This study presents pSolver (http://psolver.org), a pedagogically oriented digital notebook that emulates traditional paper-based workflows while integrating automated computation. The contribution lies in the educational design and integration of existing computational components into a unified, traceable environment for engineering learning. It provides a descriptive account of the platform's architecture and curricular uptake, supported by aggregated usage data, classroom observations, and informal feedback from students and instructors over four academic years. The descriptive evidence collected during classroom use suggests that pSolver supports active learning by facilitating conceptual understanding, increasing student autonomy, and reducing procedural workload. According to informal feedback, users valued the document-like interface, the seamless integration of computation and visual structure, and the ability to check results within the same environment. These perceptions illustrate the platform's educational potential. No formal causal evaluation or effect-size analysis was conducted. pSolver aligns with pedagogical best practices by promoting structured reasoning in problem solving. Based on its design, features, and observed classroom adoption, the environment appears consistent with potential benefits for teaching and learning.